Thursday, November 28, 2019
Return Of The Native By Hardy Essays - Thomas Hardy, Egdon Heath
Return Of The Native By Hardy Thomas Hardy feels that Edgon Heath, the setting of the novel The Return of the Native is a powerful, scary, dark and dreary place. He uses various techniques to express this attitude. Some of the techniques he used to convey this thought are diction, imagery, syntax, and tone. The diction he choose was specific and concrete, presenting an actual place that was depressing. The words he used attempted to present a specific, concrete perception of things. Such as when he writes, "approaching the time of twilight and the vast tract of unenclosed ild known as Egdon Heath embrowned itself moment by moment". This presents a specific place, time and a specific insight which leaves with the thought of a darkening, scary place. Imagery played a very important role in Harding's portrayal of the heath as a powerful, scary, live place. The imagery develops a light and dark imagery. The heath, earth is the dark and gloomy image, while the surrounding nature is light and good. He refers to the heath's color as, "embrowned itself moment by moment," and says that the "hollow stretch of whitish cloud shutting over the sky." He refers to the heath as dark on many occasions, he says the "earth with the darkest vegetation... In such contrast the heath wore the appearance of an installment of night... darkness had to a great extent arrived hereon... the heath exhaling darkness." These references of the heath as dark, give us a gloomy, somber feel of the heath. Harding also uses metaphors to make us aware of the power and life that Edgon Heath has. As in when he says "the face of the heath by its mere complexion added half an hour to evening... the place became full of a watchful intentness now: for when other things sank brooding to a sleep the heath appeared slowly to awake and listen." These metaphors and personifications allow us to see that the heath is more than a hunk of dirt, it has a life and energy. Syntax is also used to enhance the power of the heath. Harding uses a combination of medium length and long and involved length sentences. These lengths enhance the feeling of power that Harding wants to express, because they are lengthy and have a body. They aren't short and quick, each sentence says what it has to say and delivers it. These sentence exemplifies the strength and ability that the heath has. The sentence length is effective because each sentence allows Harding to go into detail about a specific detail about the heath, such as the power and strength it has. Harding also used more than 6 compound sentences in the description of the heath. This is so he can elaborate on a specific characteristic of the heath, as in "The face of the heath by its mere complexion added half an hour to evening: it could in like manner retard the dawn, sadden noon, anticipate the frowning of storms scarcely generated, and intensify the opacity of a moonless night to a cause of shaking and dread...." Harding also used it to compare the heath as in, "Looking upwards, a furze- cutter would have been inclined to continue work; looking down, he would have decided to finish his faggot and go home. The tone of the description of the heath is morose, somber and gloomy. In the description, Harding only describes the heath as dark and scary. He chooses to illustrate these things and gives the story a morose feeling. His somber and gloomy tone is reflected in his attitude toward the heath. The tone makes the heath appear seem scarier and more powerful. Thomas Hardy delivers a powerful and firm attitude towards Edgon Heath. He feels that it is a dark, scary and living place. He uses and combines various literary techniques in order to achieve his goal of convey his feelings towards the heath to his readers.
Sunday, November 24, 2019
List of French Homophones and Meanings
List of French Homophones and Meanings Homophones are words that have the same pronunciation but different meanings and, sometimes, spellings. Therefore, French homophones can cause difficulties in oral comprehension and spelling. These pages should help you to understand the difference between the most common French homophones. French Homophones: O o, oh - see auon (indefinite subject pronoun) - one, we, they   On y va ? - Are we going?ont - third person plural conjugation of avoir (to have)   Ils ont des questions - They have some questionsorange - (invariable adjective) orange   Jai trois chemises orange - I have three orange shirtsune orange - orange (fruit)   Jai achetà © trois oranges - I bought three orangesou, oà ¹ - see aoà »t French Homophones: P la paie - payla paix - peacele pet - (familiar) fartle pain - bread   Je dois acheter du pain - I need to buy some breadle pin - pine   Je crois que cest un pin - I think its a pine (tree)pair (adjective) - even   Cest un nombre pair - Its an even numberle pair - peer   Il est acceptà © par ses pairs - He is accepted by his peersla paire - pair   une paire de ciseaux - a pair of scissorsle pà ¨re - father   Cest mon pà ¨re - Its my fatherpar (preposition) - by/with   Cette histoire a à ©tà © à ©crite par un enfant - This story was written by a childpars - first and second person singular conjugation of partir (to leave)   quelle heure pars-tu ? - What time do you leave?part - third person singular conjugation of partirune part - part, portion   la part du lion - the lions shareparce que (conjunctive phrase) - because   Je lai fait parce que javais peur - I did it because I was scaredpar c e que - preposition par indefinite relative pronoun ce que   Je suis surpris par ce que vous dites - Im surprised by what you are sayingparti - past participle of partir (to leave)   Il est dà ©j parti - He already left. un parti - (political) party; option, course of actionune partie - part, amount   Divisez-le en quatre parties - Divide it into four parts.la pà ¢te - pastry, dough, pasteles pà ¢tes - pastala patte - pawla peau - skin   Les soins de la peau sont trà ¨s importants - Skin care is very importantle pot - jar, pot, can   Jai achetà © un pot de confiture - I bought a jar of jam(un) peu - (a) little   Jai un peu dargent - I have a little moneypeux - first and second person singular conjugation of pouvoir (can, to be able)   Je peux le faire - I can do itpeut - third person singular conjugation of pouvoirphare - see fardphiltre - see filtreplus tà ´t - sooner, earlier   On doit commencer une heure plus tà ´t - We need to start an hour earlierplutà ´t - (adverb) rather, instead   Je prà ©fà ¨re plutà ´t la chemise rouge - Id rather have the red shirtle poids - weightle pois - pea, dotla poix - tar, pitchle poing - fistà ‚   Il ma montrà © le poing ! - He shook his fist at me!le point - point, place; stitch   Quel est son point de congà ©lation ? - What is its freezing point?le porc - pig, pork   Je ne mange pas le porc - I dont eat porkle port - port, harbor   Il est sorti du port - He left portle pouce - thumbla pousse - sproutprà ¨s (adverb) - near, nearby   Jhabite tout prà ¨s - I live nearbyprà ªt (adjective) - ready   Es-tu prà ªt ? - Are you ready?pu - past participle of the French verb pouvoir (to be able)pue(s) - singular conjugations of the French verb puer (to stink)puent - third person plural conjugation of puerla pub (apocope of publicità ©) - ad, advert, advertising   As-tu vu leur nouvelle pub ? - Have you seen their new ad?le pub - bar, pub   Cest mon pub prà ©fà ©rà © - Its my favorite bar French Homophones: Q q - see culquand - when   Quand vas-tu partir ? - When are you going to leave?quant - as for   Quant tes idà ©es†¦Ã‚ - As for your ideas†¦quen - contraction of que  en (adverbial pronoun)   Quen pensez-vous ? - What do you think about it?le camp - camp, side   Il a changà © de camp - He changed sidesquart - see carque (interrogative pronoun) - what   Que veux-tu ? - What do you want?que (relative pronoun) - than, that   Voici le livre que jai à ©crit - Here is the book that I wrotela queue - line, tail   Il faut faire la queue - We have to stand in linequeux - contraction of que  eux (stressed pronoun)   Jai plus didà ©es queux - I have more ideas than they doNote: The vowel sound in que is slightly different than in the other two, but for non-native speakers these are likely to sound like h omophonesquel(le)(s) - (interrogative adjective) which   Quel livre vas-tu acheter ? - Which book are you going to buy?quelle - contraction of que  elle   Tu es plus jolie quelle - You are prettier than she isquelque(s) - some   Il y a quelques problà ¨mes - There are some problemsquel(le)(s) que - whatever   Quels que soient les problà ¨mes†¦Ã‚ - Whatever the problems may be†¦quelquefois - sometimes (adverb)   Ça marche quelquefois - It works sometimesquelques fois - a few times   Jy suis allà © quelques fois - Ive gone there a few timesquil - contraction of que  il   Je pense quil est l - I think hes therequils - contraction of que  ils   Je pense quils sont l - I think they are therequoique (subordinating conjunction) - although   Quoique je suis malade†¦Ã‚ - Although I am sick†¦quoi que (conjunctive phrase) - whatever   Quoi que tu penses†¦Ã‚ - Whatever you may think†¦ French Homophones: R r - letter of the French alphabetair - (masculine noun) air; appearance   Il a lair malade - He looks sickune aire - area, zone, eyrie   Je cherche une aire de jeux - Im looking for a playgroundune à ¨re - era   En lan 1999 de notre à ¨re - In 1900 ADla reine - queenle renne - reindeerla rose - rose   Jaime bien les roses - I really like rosesle rose - pink   Je prà ©fà ¨re la chemise rose - I prefer the pink shirtla roue - wheel   Je sais changer une roue - I know how to change a tirele roux - red(-head), roux   Il a les cheveux roux - He has red hairFor the difference in pronunciation between roue/roux and rue, see my lesson on OU vs U French Homophones: S s - letter of the French alphabetà ¨s - in (a certain subject)   Il a une licence à ¨s ingà ©nierie - He has a BS in engineeringsa - see à §asain - healthy, sound, wholesome   Il est sain et sauf chez lui - Hes safe and sound at homesaint - holy, saintly   le vendredi saint - Good Fridayun saint - saintun sein - breastsais, sait - see csang, sans, sen - see cenun saut - jump, leap   Il sest levà © dun saut - He jumped to his feetun sceau - seal, stamp, mark   Cest marquà © dun sceau - Its marked with a sealun seau - bucket, pailsot - silly, foolish, stupidscie - see cise - see cele sel - saltla selle - saddlecelle (demonstrative pronoun) - this/that one   Je prà ©fà ¨re celle-ci - I prefer this onesen, sens, sent - see censensà ©Ã‚ - see censà ©sept, sest vowel, Sà ¨te - see cest vowelses, sest - see csà ©tait, sà ©taient - see cà ©taitsi, six - see cisigne - see cygnesoi - oneself   Il faut avoir confiance en soi - One must be self-confidentle soi - self, id   Le soi, le moi et le sur-moi - The id, the ego, and the superegosois - first and second person singular subjunctive of à ªtre (to be)   Il faut que tu sois l - You have to be therela soie - silk   Cest un chemisier en soie - Its a silk blousesoient - third person plural subjunctive of à ªtresoit - third person singular subjunctive of à ªtrele sol - ground, floor, siltla sole - sole (fish)la somme - sum, amountle somme - snooze, napson (possessive adjective) - his, her, its   Cà ©tait son idà ©e - It was his ideale son - sound, bran   Cest un ingà ©nieur de son et il naime pas la farine de son - Hes a sound e ngineer and he doesnt like bran floursont - third person plural conjugation of à ªtre (to be)   Ils sont en retard - They are lateun sou - centsous - undersur - sour (adjective)   Cest un peu sur - Its a little soursur (preposition) - on   Il ny a rien sur la table - Theres nothing on the tablesà »r - sure, certain   Oui, jen suis sà »r - Yes, Im suresy - see ci French Homophones: T t - letter of the French alphabetle thà ©Ã‚ - tea   Je prà ©fà ¨re le thà © vert - I prefer green teata (possessive adjective) - your   Voici ta valise - Heres your suitcaseta - contraction of te (object pronoun) third person singular conjugation of avoir (to have)   Il ta dà ©j dit - He already told youtant - so (many/much)   Il travaille tant ! - He works so much!le temps - weather, time   Quel temps fait-il ? - Hows the weather?ten - contraction of te  en (adverbial pronoun)   Je ten donne deux - Im giving you two of themtend(s) - singular conjugations of the French verb tendre (to strain, tighten)   Tend la main et je te le donnera - Hold out your hand and Ill give it to youtes (possessive adjective) - your   Oà ¹ sont tes stylos ? - Where are your pens?tes - contraction of te (reflexive p ronoun) second person singular conjugation of à ªtre (to be) [in the passà © composà ©Ã‚ of a pronominal verb]   quelle heure tes-tu rà ©veillà © ? - What time did you get up?test - contraction of te (object pronoun) third person singular of à ªtre   Quest-ce qui test arrivà © ?  - What happened to you?le thon - tuna (fish)ton (second person singular possessive adjective) - your   Oà ¹ est ton sac ? - Wheres your bag?un ton - tone, pitch   Il parle sur un ton grave - He speaks in a serious tonetond(s) - singular conjugations of the French verb tondre (to shear, mow)   Je tonds le gazon le samedi - I mow the lawn on Saturdaytont - contraction of te third person plural conjugation of avoir (to have)   Ils tont menti - They lied to youle tic - tic, twitch   Il a un tic nerveux - He has a nervous ticla tique - tick   Mon chien a des tiques - My dog has ticksla tour - towerle tour - tour, turntout - all, everythingle toux - coughtu - youtu - past participle of the French verb se taire (to be quiet)tue(s) - singular conjugations of tuer (to kill)tuent - third person plural conjugation of tuer French Homophones: U u - see eu French Homophones: V vain - empty, superficial   Ce sont de vains mots - Those are empty wordsle vin - winevingt - twentyvins - first and second person passà © simple of venir (to come)vint - third person singular passà © simple of venirvend - third person singular conjugation of vendre (to sell)   Il vend sa maison - Hes selling his housevends - first and second person singular conjugation of vendrele vent - wind   Il y a du vent - Its windyun ver - wormun verre - glassvers (preposition) - towardun vers - versevert - greenvoie - first and third person singular subjunctive of voir (to see)   Il faut quelle voie son frà ¨re - She has to see her brotherla voie - way, route   Cest une voie privà ©e - Its a private roadvoient - third person plural indicative and subjunctive of voirvoies - second person singular subjunctive of voirvois - first and second person singular indicative of voir   Je ne le vois pas - I dont see itvoit - third person singular indicative of voirla voix - voice   Ils parlent voix basse - They are speaking in low voicesvoir - to see   Je ne peux pas voir là ©cran - I cant see the screenvoire - indeed, or even, if not   Cest une bonne idà ©e, voire excellente - Its a good, or even excellent, ideavu - past participle of voir (to see)   Je lai vu hier - I saw him yesterdayvu (presentative) - given, considering   Vu notre situation†¦Ã‚ - Given our situation†¦la vue - sight   Il perd la vue - Hes losing his sight French Homophones: Y y - see i
Thursday, November 21, 2019
Assignment Essay Example | Topics and Well Written Essays - 750 words - 9
Assignment - Essay Example This will help in assessing in determining company’s ability to meet interest and principal repayment obligations. 2. Company’s balance sheet suggests an increase of $35,990.00 during a period 2011-12 in the value of inventory. This risk area will be examined by carrying out substantive procedures to confirm the existence of inventory and its value. 3. Company’s overall financial statements including balance sheet and income statement will be evaluated for compliance with the accounting standards set out by FASB or GAAP. This will also include the assessment of information systems responsible for preparation and reporting. Conducting interviews during an audit aims at gathering both verbal and non-verbal cues using concrete, unambiguous and descriptive language for questions and replies. The interviews are carried out of those individuals who are responsible and have the knowledge of the areas under audit review. The interviews will be conducted by the auditor to gather useful information regarding various aspects of the business and its sufficiency and appropriateness will be assessed. Non-verbal cues are important at the same time as they point out reactions of interviewee to different questions and allow auditors to ask follow on questions to probe further. Important risk areas will be examined by gathering evidence from different sources including physical examination of inventory, financial statements, internal documents and information systems. In the particular case of Torpus, auditor should raise concern regarding the event that took place at the restaurant which suggests that Mr. Ronaldâ€⠄¢s credit card did not work and he could have problems regarding Statement on Auditing Standards No. 106 provides guidelines for gathering reliable audit evidence from inquiry, observation, inspection and analytical procedures. Auditors need to have a
Wednesday, November 20, 2019
Discuss about the movie Super Size me, and how its related to Pop Essay
Discuss about the movie Super Size me, and how its related to Pop CultureMcdonaldization - Essay Example 'Super Size Me' undoubtedly deals with the question of where company onus bleeds into personal responsibility, but the film concentrates on the more grisly results of a McDonald's-only diet and on a culture of a fast food country. Spurlock ate nothing but McDonald's, three times a day for thirty days, and imitated the exercise sample of an average American by only walking a few thousand steps a day. Although, especially in the United States, the omnipresent hamburger chain has been around for a long time, it was sociologist George Ritzer who in 1996 coined the phrase 'McDonaldization' in his book "The McDonaldization of Society". It refers not only to food but to a number of different areas. This "sweeping through seemingly impervious institutions " (Ritzer 1996) has had its impact upon diverse institutions. It is part of a massive bureaucratization of everyday life which leads to a progressive standardization (Ritzer1993). The hamburger is not only consumed physically as a material substance, but is consumed culturally as an image and an icon of a particular way of life (Featherstone). The awful revelation made by "Super Size Me" of the increase in obesity in America and, more impor
Monday, November 18, 2019
Nursing Case Review of 15 Year Old Girl Essay Example | Topics and Well Written Essays - 2000 words
Nursing Case Review of 15 Year Old Girl - Essay Example Based on this information sexual health is a very broad subject that include information relating to ones own body and how its works, knowledge of the physical, emotional and social changes that take place during puberty, pregnancy, youth and ageing. Further, it includes the precautionary measures that are aimed at protecting sexuality of yourself and others, and measures that can be put in place when the safety is broke in instances such as unplanned pregnancy, rape, or sexually transmitted diseases. In essence, it will also entail information relating to responding to children’s sexual exploitations and behaviours to the level of understanding and maintaining safe and happy adult relationships (HealthInsite, 2011). Adolescence and sexual changes Sexual health is a life long part of human beings that accompany them from conception, birth, childhood, adolescence to adolescence. Adolescence is a period of life that is marked with the greatest sexual changes within the body of a person. It is marked by rapid numerous hormonal changes that transform the body of a girl into that of a woman and a boy into man. Thus, it is a transition period between the childhood and adulthood. In this stage, the general calmness and peacefulness of childhood is replaced by a rush of biological sensations, emotions, feelings, social challenges, and interpersonal questions that were never there before (Newton 2010). These transformations make an individual to start relating with other individuals of the same and opposite sex in different new ways that may involve sexual contact and intercourse. Revelation of sexuality brings many joys and physical pleasures but may turnout to be a very risky and destructive human behaviour. Sexual health issues outcomes When an adolescent engage in sexual contact and intercourse many outcomes may arise, thus for our 15 years old girl the following outcomes were possible. First, there is possibility of conception, which leads to unplanned pregn ancy (Weiss, 2009). This was a very likely outcome since studies have shown that age of first sexual intercourse is an important determinant of pregnancy risk with 46% of teenage girls and 22% of teenage boys who engage in their first sexual experience before the age 15 years having been involved in a pregnancy (Ehiri, 2009, p378). This outcome can be even worse especially where two teenagers (like in this case of a 15-year-old girl having unprotected sex intercourse with her 19-year-old boyfriend) who just began their sexual activity experience. Considering that this girl and her teenage boy friend they had not used any contraceptive during the intercourse unplanned pregnancy could have resulted which would have made her not likely to complete school education, more likely to face limited career and economic opportunities, and less likely than older women to obtain timely prenatal and postnatal care (Ehiri, 2009, p378). Research further show that babies from teenage mothers are mor e likely to be preterm, have low birth weight, and also are at greater risk of serious and long-term illness, development delays and death in the first year of life (WHO 2006). This mainly because they may have many issues to contemplate before starting a family or may even lack any means of sustaining one (Cherry 2001). With the rapid hormonal
Friday, November 15, 2019
Properly Format An Apa Style Paper English Language Essay
Properly Format An Apa Style Paper English Language Essay In this paper we will explore how to properly format an APA style paper. This example will be of use to introductory psychology students who have never had any exposure to APA format. For senior students, this paper may serve as a useful reminder of the key elements of APA style. Learning APA Format for Psychology Students Frequently, students are required to write psychology papers. However, in doing so, there are two broad skills that need to be learned. The first skill is related to the content of the paper. For example, a student writing a paper about dreaming is likely to incorporate the ideas of Freud (1953) or even Hobson and McCarley (1977). The second skill is tied to properly formatting the paper. In psychology, we make use of the format developed by the American Psychological Association (APA: 2001). Therefore, the purpose of this paper is to discuss the various aspects of APA format for psychology students. In psychology, there are two types of APA style papers. One format, which I call the quantitative paper, includes a method, results and discussion section. In statistics and research methods courses, you will tend to adopt the quantitative approach. I have published a number of articles in this format (e.g., Dyce OConnor, 1994). In this course you are not collecting and analyzing data, therefore, you do not include subtitles for the methods, results and discussion sections. The paper that you are going to write is a qualitative paper. This style of paper does not involve statistical analyses, rather, it involves a synthesis of ideas (e.g., Dyce, 1994). 1) Title Page The first thing students need to learn how to master in APA format is the title page. First, you will notice that the title page is numbered in the upper right corner. In fact, all page numbers are marked in the upper right hand corner. Please note the margins are one inch all the way around and the entire content is double spaced with 12 point font. As well, a good suggestion is to use Times New Roman for the text font. Second, you will notice something called Running head. To access the header in Microsoft Word 2007, at the top of Word select Insert. Under the tab Insert you will find something called Header. Select Header and click on the first option called BLANK. Click on the greyed area and then type in the following Running head: LEARNING APA FORMAT. However, when you get to page two of your document, click on the head in the document. When you do so, look to about the center of tab section of Word and find DESIGN. Under this tab, select Different first page. Then type the words LEARNING APA FORMAT (of course, your words will be differentà ¢Ã¢â€š ¬Ã‚ ¦) and click on the red X in the upper right hand corner of the document. If you do so, this will bring you back to your regular document. Finally, on the title page of your article, your name, and institution are located in the center. In my case, the title of the paper is Learning APA Format for Psychology Students. Just below the title you will put your name. For many academic papers, there are multiple authors. The question isà ¢Ã¢â€š ¬Ã‚ ¦ who goes first? A natural answer to this question would be to put the names in alphabetical order. However, in academic papers, the individual who does most of the work is often the lead author. Below your name, you will put your institution, and in our case it will be Universal University. 2) Abstract The second page is called the Abstract. The word abstract is centered and placed at the top of the page. The abstract itself is a short summary of the paper. In fact, you might be wise to write the abstract after you have finished your paper. The publication manual suggests that the abstract has a number of characteristics. The abstract is accurate as it does not include information that does not appear in the body of the paper. It is concise (i.e., 120 words or less). The purpose of the abstract is to report, not to evaluate. A well-prepared abstract can be the most important paragraph in your article (APA, 2001, p. 12). 3) Body of the Paper The third page is where you start the body of your paper. The title that you used on the first page of your paper is also used at the very top of the third page. In fact, the titles that appear on the first and third page are exactly the same. The title is centered. In the first paragraph, you will want to broadly introduce your topic. Authors often begin with the broad strokes of the research area they are about to describe. Next, you describe more specifically what you are going to talk about. You may take a paragraph or two to introduce your topic. On the third and subsequent pages of the paper, there will be numerous opportunities to discuss other authors ideas. Simply stated, you do not necessarily need to have an entirely original idea for a psychology paper (particularly a student paper). Making reference to another authors ideas can be done in two ways. You can either paraphrase an idea or cite the author directly. When you paraphrase, you are taking another individuals ideas and then putting them into your own words. If you paraphrase, you will have to indicate where the idea came from. For example, lets consider the following paragraph. There many views on dreaming. On the one hand, there is the Activation Synthesis Hypothesis (ASH: Hobson McCarley, 1977). Proponents of the ASH believe that dreams are largely physiological, starting with bursts of electrical energy from the pons, with the cerebral cortex later trying to make sense of this energy. In sum, Hobson and McCarley (1977) do not believe that dreams are meaningful. On the other hand, individuals such as Freud believe that dreams are loaded with meaning. Freud (1953) suggested that there are two components to dreams. The manifest content is the storyline, whereas the latent content is the underlying meaning. According to Freud, blah blah blah (1900, p. 52). You will notice that in this paragraph, I am paraphrasing and directly quoting authors. To avoid plagiarism, you will need to use one or more of these strategies. For example, in the above paragraph I paraphrase the ideas of Hobson and McCarley. In doing so, I do not directly lift these authors ideas (i.e., I am not using their ideas word for word). In brief, when using an idea from some source, you need to indicate where this idea came from. Not only is this proper formatting, but it also gives readers the opportunity to check the original source for themselves. You may be saying to yourself, how do readers know where to look? This is why we have a reference section that is found at the very back of the paper (we will talk more about this in a moment). You will also notice that in the bolded paragraph that I directly quote Freud. I am sure Freud never said blah blah blah but you get the idea. Whenever you directly (exactly) use someone elses ideas, you need to indicate the author, the year that the article/book was published and the page number from where the idea came from. It is very important to master this formatting otherwise you might be accused of plagiarism. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud (1900) suggests that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud, 1900, p. 25). Freud suggested that dreaming is the royal road to the unconscious (1990, p. 25) You will note that in all three examples, the quote is exact, and the author, year and the page number are listed. If an article/book has multiple authors, the authors names must appear in the body of the paper in the order that they are listed in the original work. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud and Dyce (1900) suggest that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud Dyce, 1900, p. 25). Freud and Dyce suggested that dreaming is the royal road to the unconscious (1990, p. 25) Notice the difference between the use of and and. The (shift 7 on your keyboard) is called ampersand. Ampersand is used when you source or quote within parentheses, whereas the word and is used outside of parentheses. For example, in the first example above, I use Freud and Dyce (1900) whereas in the second example I use Freud Dyce, 1900, p. 25. Lets suppose you want to paraphrase my lecture ideas (or email) in your paper. The way to do so is as followsà ¢Ã¢â€š ¬Ã‚ ¦ It has been suggested that classical conditioning was developed by Pavlov in the early 1900s (J. A. Dyce, personal communication, October 5, 2005). However, personal communications will not appear in the reference section. In fact, it is one of the few exceptions where a cited author does not appear in the reference section. In general, an author that is listed in the body of paper must appear in the reference section, and vice versa. Use personal communications when the data is not recoverable. I have noticed in recent years that many students use YouTube for presentations. If you use this kind of source for your paper, list it as follows in the body of your paperà ¢Ã¢â€š ¬Ã‚ ¦ The date (2009, October 10) refers to the date when the video was watched. Dyce (2009, October 10) indicates thatà ¢Ã¢â€š ¬Ã‚ ¦ 4) References The final page of your paper is the reference page, and it occurs on an entirely new page. The reference page lists all of the references that you used in your paper. The word References appears at the top and is centered (see my example at the end of this paper). The authors are listed in alphabetical order according to the first author of the paper. For example, consider these factious articles. Freud, S., Dyce, J. (2001) Flinstone, F., Rubble, B. (2001) Cat, T., Dogs, J., Fish, T. (2001) With this particular collection, the Cat article would appear first, then Flinstone and then Freud. You would not reverse the names in the references list. For example, it might be tempting to reverse the names Freud and Dyce, because they are in improper alphabetical order. However, for a single article, the order must remain the same way as it does in the original article. The lead author must remain the lead author. The various sources that you use can take the form of books, journal articles, or a chapter from a book. The following are some examples of formatting that are loosely taken from the APA manual. One author, journal article Dyce, J. A. (2000). The psychology of rats, cats, and wild dogs. Journal of Animal Behavior, 34, 35-45. Two authors, journal article Dyce, J. A., Kulak, A. (2000). The psychology of selling a house. Journal of Selling, 50, 56-89. Magazine Article Dyce, J. A., Kulak, A. (2000, October 10). Whats another word for thesaurus? Science, 450, 445-446. Newspaper article Dyce, J. (2005, October 1). The marital benefits of the expression You are right and I am sorry. The Washington Post, pp. A4. Book Dyce, J. (1900). How to live more than 100 years and not show your age. Washington, DC: American Publication Press. Encyclopedia Dyce, J. (1980). The merits of procrastination. In the new encyclopedia Britannica (Vol. 25, pp. 50-51). Chicago: Encyclopedia Britannica. YouTube Dyce, J. A. (2009, October 10). What is psychology? [Video file]. Retrieved from You will notice for these references that the first line is flush to the left, and every other line is indented. In other words, the first line overhangs the other lines. You will also notice that there are a variety of ways in which material can be cited. Pay close attention to the location of periods and spacing. There are other sources that you could use for your paper, and the APA manual is filled with different ways in which material is cited (see chapter 4 of the 5th edition). If you have other questions about APA format, you could take a look at the manual. As of 2009, the 6th Edition has been published. In my opinion, the 6th edition is better organized than the 5th edition. Alternative, you might conduct a Google search using the key words APA format and see what you come up with. Although there are many nuances to APA format, following the examples in this paper should give you a very good start on how to write a psychology paper. 5) Final Comments K.M.S Throughout this paper, I have discussed the basics of APA style. However, formatting is only one part of proper writing skills. More importantly, students need to learn how to write. Learning how to write academic papers is not an easy task and takes years to master. The three most important words for good writing are edit, edit, edit. The goal of which is to be as clear and concise as possible. Often when composing something, it is difficult see our mistakes, and we often blur by them when reviewing. For this reason, it is useful to put your paper down for a day and then reread your work (alternatively, get a friend to proof your paper). Allow yourself enough time to write as rushed work is easily identifiable. As an example, it took about one day to put this sample paper together. If you consider that I am familiar with APA style and write fairly well, the process of putting your paper together is likely to take longer. Heed this advice and you should receive a good grade on your paper. Additions provided by A.E. Finally, if you feel that more needs to be added to this paper or there are mistakes, I would ask that you download the paper, make the changes, initial the changes with a textbox (see below), and then email the paper back to me ([emailprotected]). I will then repost the sample paper to the website.
Wednesday, November 13, 2019
Indifference to War in Remarque’s All Quiet on the Western Front Essay
Indifference to War in Remarque’s All Quiet on the Western Front In Remarque’s All Quiet on the Western Front, characters such as Paul and his friends become indifferent to shocking elements of war through constant exposure to them. For example, the characters are unconcerned about the dangers of the front because they are accustomed to being on the front. In another instance, Paul’s friends show no emotions when they witness snipers killing enemy soldiers. Also, Kat finds the unusual effects of mortar shells amusing. These examples prove that through war, characters of the book have become indifferent to things that they would normally find shocking. Many characters on the front are indifferent to the dangers of the front. They are not concerned about near death e...
Sunday, November 10, 2019
Literature-based discovery of diabetes
Reactive oxygen species (ROS) are known mediators of cellular damage in multiple diseases including diabetic complications. Despite its importance, no comprehensive database is currently available for the genes associated with ROS. Methods We present ROS- and diabetes-related targets (genes/proteins) collected from the biomedical literature through a text mining technology. A web-based literature mining tool, SciMiner, was applied to 54 biomedical papers indexed with diabetes and ROS by PubMed to identify relevant targets.Over-represented targets in the ROS-diabetes literature were obtained through comparisons against randomly selected literature. The expression levels of nine genes, selected from the top ranked ROS-diabetes set, were measured in the dorsal root ganglia (DRG) of diabetic and non-diabetic DBA/2J mice in order to evaluate the biological relevance of literature- derived targets in the pathogenesis of diabetic neuropathy. Results SciMiner identified 1,026 ROS- and diabet es-related targets from the 54 biomedical papers (http://Jdrf. eurology. med. umich. edu/ROSDiabetes/ webcite). Fifty-three targets were significantly over-represented in the ROS-diabetes literature ompared to randomly selected literature. These over-represented targets included well-known members of the oxidative stress response including catalase, the NADPH oxidase family, and the superoxide dismutase family of proteins. Eight of the nine selected genes exhibited significant differential expression between diabetic and non-diabetic mice.For six genes, the direction of expression change in diabetes paralleled enhanced oxidative stress in the DRG. Conclusions Literature mining compiled ROS-diabetes related targets from the biomedical literature and led us to evaluate the biological relevance of selected targets in the athogenesis of diabetic neuropathy. Diabetes is a metabolic disease in which the body does not produce or properly respond to insulin, a hormone required to convert ca rbohydrates into energy for daily life. According to the American Diabetes Association, 23. million children and adults, approximately 7. 8% of the population in the United States, have diabetes [1]. The cost of diabetes in 2007 was estimated to be $174 billion [1]. The micro- and macro-vascular complications of diabetes are the most common causes of renal tailure, blindness and amputations leading to significant morta y, morbidity poor quality of life; however, incomplete understanding of the causes of diabetic complications hinders the development of mechanism-based therapies.In vivo and in vitro experiments implicate a number of enzymatic and non-enzymatic metabolic pathways in the initiation and progression of diabetic complications [2] including: (1) increased polyol pathway activity leading to sorbitol and fructose accumulation, NAD(P)-redox imbalances and changes in signal transduction; (2) non- enzymatic glycation of proteins yielding â€Å"advanced glycation end-productsâ € (AGES); (3) ctivation of protein kinase C (PKC), initiating a cascade of intracellular stress responses; and (4) increased hexosamine pathway flux [2,3].Only recently has a link among these pathways been established that provides a unified mechanism of tissue damage. Each of these pathways directly and indirectly leads to overproduction of reactive oxygen species (ROS) [23]. ROS are highly reactive ions or small molecules including oxygen ions, free radicals and peroxides, formed as natural byproducts of cellular energy metabolism. ROS are implicated in multiple cellular pathways such as mitogen-activated protein kinase MAPK) signaling, c-Jun amino-terminal kinase ONK), cell proliferation and apoptosis [4-6].Due to the highly reactive properties of ROS, excessive ROS may cause significant damage to proteins, DNA, RNA and lipids. All cells express enzymes capable of neutralizing ROS. In addition to the maintenance of antioxidant systems such as glutathione and thioredoxins, pri mary sensory neurons express two main detoxifying enzymes: superoxide dismutase (SOD) [7] and catalase [8]. SOD converts superoxide (02-) to H202, which is reduced to H20 by glutathione and catalase [8].SODI is the main form of SOD in the cytoplasm; SOD2 is located within the itochondria. In neurons, SODI activity represents approximately 90% of total SOD activity and SOD2 approximately 10% [9]. Under diabetic conditions, this protective mechanism is overwhelmed due to the substantial increase in ROS, leading to cellular damage and dysfunction [10]. The idea that increased ROS and oxidative stress contribute to the pathogenesis of diabetic complications has led scientists to investigate different oxidative stress pathways [7,11].Inhibition of ROS or maintenance of euglycemia restores metabolic and vascular imbalances and blocks both the initiation and progression of omplications [1 2,13]. Despite the significant implications and extensive research into the role of ROS in diabetes, n o comprehensive database regarding ROS-related genes or proteins is currently available. In the present study, a comprehensive list of ROS- and diabetes-related targets (genes/proteins) was compiled from the biomedical literature through text mining technology.SciMiner, a web-based literature mining tool [14], was used to retrieve and process documents and identify targets from the text. SciMiner provides a convenient web-based platform for target-identification within the biomedical iterature, similar to other tools including EBIMed [1 5], ALI BABA [16], and Polysearch [1 7]; however, SciMiner is unique in that it searches tull text documents, suppo free-text PubMed query style, and allows the comparison of target lists from multiple queries.The ROS-diabetes targets collected by SciMiner were further tested against randomly selected non-ROS-diabetes literature to identify targets that are significantly over- represented in the ROS-diabetes literature. Functional enrichment analyses were performed on these targets to identify significantly over-represented biological unctions in terms of Gene Ontology (GO) terms and pathways. In order to confirm the biological relevance of the over-represented ROS-diabetes targets, the gene expression levels of nine selected targets were measured in dorsal root ganglia (DRG) from mice with and without diabetes.DRG contain primary sensory neurons that relay information from the periphery to the central nervous system (CNS) Unlike the CNS, DRG are not protected by a blood-nerve barrier, and are consequently vulnerable to metabolic and toxic injury [19]. We hypothesize that differential expression of identified targets in DRG would confirm heir involvement in the pathogenesis of diabetic neuropathy. Defining ROS-diabetes literature To retrieve the list of biomedical literature associated with ROS and diabetes, PubMed was queried using (â€Å"Reactive Oxygen Species†[MeSH] AND â€Å"Diabetes Mellitus†[MeSH]).This que ry yielded 54 articles as of April 27, 2009. SciMiner, a web-based literature mining tool [14], was used to retrieve and process the abstracts and available full text documents to identify targets (full text documents were available for approximately 40% of the 1 , 1 54 articles). SciMiner-identified targets, eported in the form of HGNC [HUGO (Human Genome Organization) Gene Nomenclature Committee] genes, were confirmed by manual review of the text. Comparison with human curated data (NCBI Gene2PubMed) The NCBI Gene database provides links between Gene and PubMed.The links are the result of (1) manual curation within the NCBI via literature analysis as part of generating a Gene record, (2) integration of information from other public databases, and (3) GeneRlF (Gene Reference Into Function) in which human experts provide a brief summary of gene functions and make the connections between citation PubMed) and Gene databases. For the 54 ROS-diabetes articles, gene-paper associations we re retrieved from the NCBI Gene database. Non-human genes were mapped to homologous human genes through the NCBI HomoloGene database.The retrieved genes were compared against the SciMiner derived targets. Any genes missed by SciMiner were added to the ROS-diabetes target set. Protein-protein interactions among ROS-diabetes targets To indirectly examine the association of literature derived targets (by SciMiner and NCBI Gene2PubMed) with ROS and diabetes, protein-protein interactions (PPIs) mong the targets were surveyed This was based on an assumption that targets are more likely to have PPIs with each other if they are truly associated within the same biological functions/pathways.A PPI network of the ROS-diabetes targets was generated using the Michigan Molecular Interactions (MIMI, http://mimi. ncibi. org/ webcite) database [20] and compared against 100 PPI networks of randomly drawn sets (the same number of the ROS-diabetes target set) from HUGO. A standard Z-test and one sample T-test were used to calculate the statistical significance of the ROS- diabetes PPI network with respect to the random PPI networks.Functional enrichment analysis Literature derived ROS-diabetes targets (by SciMiner and NCBI Gene2PubMed) were subject to functional enrichment analyses to identify significantly over-represented biological functions in terms of Gene Ontology [21], pathways (Kyoto Encyclopedia of Genes and Genomes (KEGG, http://www. genome. ]p/kegg/ webcite) [22] and Reactome http://www. reactome. org/ webcite[23]). Fisher's exact test [24] was used to calculate the statistical significance of these biological functions with BenJamini-Hochberg (BH) adjusted p-value ; 0. 5 [25] as the cut-off. Over-represented ROS-diabetes targets Defining background corpora To identify a subset of targets that are highly over-represented within the ROS- diabetes targets, the frequency of each target (defined as the number of documents in which the target was identified divided by the n umber of total documents in the query) was compared against the frequencies in randomly selected background corpora.Depending on how the background set is defined, over-represented targets may vary widely; therefore, to maintain the background corpora close to the ROS and diabetes context, documents were selected from the same Journal, volume, and issue f the 54 ROS-diabetes documents, but were NOT indexed with â€Å"Reactive Oxygen Species†[MeSH] nor â€Å"Diabetes Mellitus†[MeSH]. For example, one of the ROS-diabetes articles (PMID: 18227068), was published in the Journal of Biological Chemistry, Volume 283, Issue 16. This issue contained 85 papers, 78 of which were not indexed with either â€Å"Reactive Oxygen Species†[MeSH] or â€Å"Diabetes Mellitus†[MeSH] indexed.One of these 78 papers was randomly selected as a background document. Three sets of 54 documents were selected using this approach and processed using SciMiner. Identified targets were con firmed by manual review for accuracy. Identifying significantly over-represented targets ROS-diabetes targets were tested for over-representation against targets identified from the three background sets. Fisher's exact test was used to determine if the frequency of each target in the ROS-diabetes target set was significantly different from that of the background sets. Any targets with a BH adjusted p-value < 0. 5 in at least two of the three comparisons were deemed to be an over-represented ROS- diabetes target. Functional enrichment analyses were performed on these over- represented ROS-diabetes targets as described above. Selecting targets tor real-time R A subset of targets were selected for RT-PCR from the top 10 over-represented ROS- diabetes targets excluding insulin and NADPH oxidase 5 (NOX5), which does not have a mouse ortholog. Nitric oxide synthase 1 (NOSI), the main generator of nitric oxide, ranked at the 1 5th position and was additionally selected for inclusion in th e test set.Differential gene expression by real-time RT-PCR Mice DBA/2J mice were purchased from the Jackson Laboratory (Bar Harbor, ME). Mice were housed in a pathogen-free environment and cared for following the University of Michigan Committee on the Care and Use of Animals guidelines. Mice were fed AIN76A chow (Research Diets, New Brunswick, NJ). Male mice were used for this study. Induction of diabetes Two treatment groups were defined: control (n = 4) and diabetic (n = 4). Diabetes was induced at 13 weeks of age by low-dose streptozotocin (STZ) injections, 50 mg/kg/day for five consecutive days.All diabetic mice received LinBit sustained release insulin implants (LinShin, Toronto, Canada) at 8 weeks post-STZ treatment. Insulin implants were replaced every 4 weeks, at 12 and 16 weeks post-STZ treatment. At 20 weeks post-STZ treatment, mice were euthanized by sodium pentobarbital overdose and DRG were harvested as previously described [26]. Real-time RT-PCR The gene expression o f the selected nine literature-derived ROS-diabetes targets in DRG was measured using real-time RT-PCR in duplicate.The amount of mRNA isolated from each DRG was normalized to an endogenous reference [Tbp: TATA box binding protein; A cycle threshold (CT)]. Identification of ROS-diabetes targets A total of 1,021 unique targets were identified by SciMiner from the 1,154 ROS- diabetes papers defined by the query of (â€Å"Reactive Oxygen Species†[MeSH] AND â€Å"Diabetes Mellitus†[MeSH]) and confirmed by manual review. Table 1 contains the op 10 most frequently mentioned targets in the ROS-diabetes papers. Insulin was the most frequently mentioned target, followed by superoxide dismutase 1 and catalase. Table 1 .Top 10 most frequent ROS-diabetes targets The NCBI Gene2PubMed database, containing expert-curated associations between the NCBI Gene and PubMed databases, revealed 90 unique genes associated with the 54 ROS-diabetes papers (Additional File 1). SciMiner identified 85 out of these 90 targets, indicating a 94% recall rate. Five targets missed by SciMiner were added to the initial ROS-diabetes target set to result in 1,026 unique targets (Additional File 2). Additional tile 1. The list ot 90 genes trom the NCBI Gene2PubMed database tor the ROS-Diabetes literature (1 , 1 54 papers).Format: XLS Size: 35KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Additional file 2. The list of 1,026 ROS-Diabetes targets. Format: XLS Size: 229KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data PPI network of the ROS-diabetes targets The PPI network among the ROS-diabetes targets was evaluated using MIMI interaction data. This was based on the assumption that targets commonly related to certain topic are more likely to have frequent interactions with each other.One hundred PPI networks were generated for comparison using the same number of genes (1,026) randomly selected from the complete HUGO gene set (2 5,254). The PPI network of the ROS-diabetes targets was significantly different from the randomly generated networks indicating their strong association with the topic â€Å"ROS and Diabetes†. Table 2 demonstrates that the mean number of targets with any PPI interaction in the randomly generated target sets was 528. 9 (approximately 52% of 1,026 targets), while the number of targets with any PPI interaction in the ROS- iabetes target was 983 (96%).The number of targets interacting with each other was also significantly different between the random networks (mean = 155. 4) and the ROS-diabetes network (mean = 879). Figure 1 illustrates the distributions of these measurements from the 100 random networks with the ROS-diabetes set depicted as a red vertical line. It is obvious that the PPI network of the ROS-diabetes targets is significantly different from the random networks. Table 2. Summary of 100 randomly generated PPI networks thumbnailFigure 1 . Histograms of randomly gene rated PPI networks.The histograms llustrate the distributions of 100 randomly generated networks, while the red line indicates the ROS-diabetes targets. The network of the ROS-diabetes targets is significantly different from the 100 randomly generated networks, indicating the overlap of ROS-diabetes targets with respect to the topic â€Å"Reactive Oxygen Species and Diabetes†. Functional enrichment analyses of the ROS-diabetes targets Functional enrichment analyses of the 1,026 ROS-diabetes targets were performed to identify over-represented biological functions of the ROS-diabetes targets.After BenJamini-Hochberg correction, a total of 189 molecular functions, 450 biological rocesses, 73 cellular components and 341 pathways were significantly enriched in the ROS-diabetes targets when compared against all the HUGO genes (see Additional Files 3, 4, 5 and 6 for the full lists). Table 3 lists the top 3 most over-represented GO terms and pathways ranked by p-values of Fisher's ex act test: e. g. , apoptosis, oxidoreductase activity and insulin signaling pathway. Additional file 3. The enriched Molecular Functions Gene Ontology Terms in the 1,026 ROS-Diabetes targets.Format: XLS Size: 91 KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Additional file 4. The nriched Biological Processes Gene Ontology Terms in the 1,026 ROS-Diabetes targets. Format: XLS Size: 95KB Download file This tile can be viewed wit Microsott Excel Vieweropen Data Additional tile enriched Cellular Components Gene Ontology Terms in the 1,026 ROS-Diabetes targets. Format: XLS Size: 61 KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Additional file 6. The enriched pathways in the 1,026 ROS-Diabetes targets.Format: XLS Size: 104KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Table 3. Enriched functions of 1,026 ROS-diabetes targets Identification of over-represented ROS-diabetes targets To identify th e ROS-diabetes targets highly over-represented in ROS-diabetes literature, three sets of background corpora of the same size (n = 1 , 1 54 documents) were generated using the same Journal, volume and issue approach. The overlap among the three background sets in terms of documents and identified targets are illustrated in Figure 2.Approximately 90% of the selected background documents were unique to the individual set, while 50% of the identified targets were identified in at least one of the three background document sets. The frequencies of the identified targets were compared among the background sets for significant differences. None of the targets had a BH adjusted p-value ; 0. 05, indicating no significant difference among the targets from the three different background sets (See Additional File 7). thumbnailFigure 2. Venn diagrams of document compositions and identified targets of the randomly generated background sets.Approximately 90% of the selected background documents we re unique to individual set (A), while 50% of the identified targets were identified in at least one of the three background document sets (B). Additional file 7. Comparisons of target frequencies among three background sets. Format: XLS Size: 22KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Comparisons of the ROS-diabetes targets against these background sets revealed 53 highly over- represented ROS-diabetes targets as listed in Table 4.These 53 targets were significant (p-value ; 0. 05) against all three background sets and significant following BenJamini-Hochberg multiple testing correction (BH adjusted p-value ; 0. 05) against at least two of the three background sets. SODI was the most over-represented in he ROS-diabetes targets. Table 4. 53 targets over-represented in ROS-diabetes literature Functional enrichment analyses of the over-represented ROS-diabetes targets Functional enrichment analyses of the 53 ROS-diabetes targets were performed to identify over- represented biological functions.Following BenJamini-Hochberg correction, a total of 65 molecular functions, 209 biological processes, 26 cellular components and 108 pathways were significantly over-represented when compared against all the HUGO genes (see Additional Files 8, 9, 10 and 11 for the full lists). Table 5 shows the top 3 ost significantly over-represented GO terms and pathways ranked by p-values of Fisher's exact test. GO terms related to oxidative stress such as â€Å"superoxide metabolic process†, â€Å"superoxide release†, â€Å"electron carrier activity†and â€Å"mitochondrion†were highly over-represented 53 ROS-diabetes targets Additional file 8.The enriched Molecular Functions Gene Ontology Terms in the Over- represented 53 ROS-Diabetes targets. Format: XLS Size: 46KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Additional file 9. The enriched Biological Processes Gene Ontology Terms in the Over-represented 53 ROS- Diabetes targets. Format: XLS Size: 95KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Additional file 10. The enriched Cellular Components Gene Ontology Terms in the Over-represented 53 ROS-Diabetes targets.Format: XLS Size: 66KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Additional file 1 1 . The enriched pathways in the Over-represented 53 ROS-Diabetes targets. Format: XLS Size: 75KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data Table 5. Enriched functions of the 53 over-represented targets in diabetes Gene expression change in iabetes Two groups of DBA/2J mice exhibited significantly different levels of glycosylated hemoglobin (%GHb). The mean ? ± SEM were 6. 2 ? ± 0. for the non-diabetic control group and for 14. 0 ? ± 0. 8 for the diabetic group (p-value < 0. 001), indicative of prolonged hyperglycemia in the diabetic group [26]. DRG were harvested from these animals for gene expression assays. Nine genes were selected from the top ranked ROS-diabetes targets: superoxide dismutase 1 (Sodl), catalase (Cat), xanthine dehydrogenase (Xdh), protein kinase C alpha (Prkca), neutrophil cytosolic factor 1 Ncfl), nitric oxide synthase 3 (Nos3), superoxide dismutase 2 (Sod2), cytochrome b-245 alpha (Cyba), and nitric oxide synthase 1 (Nosl).Eight genes exhibited differential expression between diabetic and non-diabetic mice (p-value < 0. 05) as shown in Figure 3. Cat, Sodl, Sod2, Prkca, and NOSI expression levels were decreased, while Ncfl , Xdh, and Cyba expression levels were increased in diabetes. thumbnailFigure 3. Gene expression levels of selected ROS-diabetes targets in DRG examined by real-time RT-PCR. Expression levels are relative to Tbp, an internal control (error bar = SEM) (*, p < 0. 05; **, p < 0. 01; ***, p < 0. 01). Eight (Cat, Sodl, Ncfl , Xdh, Sod2, Cyba, Prkca, and Nosl) out of the nine selected ROS-diabetes genes were sign ificantly regulated by diabetes. Discussion Reactive oxygen species (ROS) are products of normal energy metabolism and play important roles in many other biological processes such as the immune response and signaling cascades [4-6]. As mediators of cellular damage, ROS are implicated in pathogenesis of multiple diseases including diabetic complications [27-30].With the aid of literature mining technology, we collected 1 ,026 possible ROS-related targets from a set of biomedical literature indexed with both ROS and diabetes. Fifty-three targets were significantly over-represented in the ROS-diabetes papers when compared against three background sets. Depending on how the background set is defined, the over-represented targets may vary widely. An ideal background set would be the entire PubMed set; however, this is not possible due to limited access to tull texts and intense data processing.An alternative method wou d be to use only abstracts in PubMed, but this may not fully represen t the literature. Using only the abstracts, our target identification method resulted in 21 (39%) of the 53 key ROS- iabetes targets (Additional File 12), suggesting the benefit of rich information in full text documents. In the present study, background documents were randomly selected from the same Journal, volume, and issue of the 54 ROS-diabetes documents, which were not indexed with â€Å"Reactive Oxygen Species†[MeSH] nor â€Å"Diabetes Mellitus†[MeSH].This approach maintained the background corpora not far from the ROS and diabetes context. Additional file 12. The Key 53 ROS-Diabetes Targets Identifiable Using Only the Abstracts. Format: XLS Size: 23KB Download file This file can be viewed with: Microsoft Excel Vieweropen Data The gene expression evels of nine targets selected from the 53 over-represented ROS-diabetes targets were measured in diabetic and non-diabetic DRG. Our laboratory is particularly interested in deciphering the underlying mechanisms of diab etic neuropathy, a major complication of diabetes.Data published by our laboratory both in vitro and in vivo confirm the negative impact of oxidative stress in complication-prone neuron tissues like DRG In an effort to obtain diabetic neuropathy specific targets, SciMiner was employed to further analyze a subset of the ROS-diabetes papers (data not shown). Nerve growth factor (NGF) was identified as the most over- epresented target in this subset when compared to the full ROS-diabetes set; however, NGF did not have statistical significance (BH adjusted p-value = 0. 06). The relatively small numbers of papers and associated targets may have contributed to this non-significance.Therefore, the candidate targets for gene expression validation were selected from among the 53 over-represented ROS-diabetes targets derived from the full ROS-diabetes corpus. Among the tested genes, the expression levels of Cat, Sodl , Sod2, Prkca, and NOSI were decreased, while the expression levels of Ncfl , Xdh, and Cyba were increased nder diabetic conditions. Cat, Sodl , and Sod2 are responsible for protecting cells from oxidative stress by destroying superoxides and hydrogen peroxides [8-11]. Decreased expression of these genes may result in oxidative stress [32].Increased expression of Cyba and Ncfl , subunits of superoxide-generating nicotinamide adenine dinucleotide phosphate (NADPH) oxidase complex [30], also supports enhanced oxidative stress. Xdh and its inter-convertible form, Xanthine oxidase (Xod), showed increased activity in various rat tissues under oxidative stress conditions ith diabetes [33], and also showed increased expression in diabetic DRG in the current study. Unlike the above concordant genes, protein kinase C and nitric oxide synthases did not exhibit predicted expression changes in diabetes.Protein kinase C activates NADPH oxidase, further promoting oxidative stress in the cell [34,35]. Decreased expression of Prkca in our diabetic DRG is not parallel with expression levels of other enzymes expected to increase oxidative stress. Between the two nitric oxide synthases tested in the present study, NOSI (neuronal) expression was significantly decreased (p-value < 0. 01) in diabetes, while Nos3 (endothelial) expression was not significant (p-value = 0. 06). The neuronal NOSI is expected to play a major role in producing nitric oxide, another type of highly reactive free radical.Thus, with some exceptions, the majority of the differentially expressed genes in DRG show parallel results to the known activities of these targets in diabetes, suggesting enhanced oxidative stress in the diabetic DRG. Assessment of antioxidant enzyme expression in diabetes has yielded a variety of results [36-40] depending upon the duration of diabetes, the tissue studied and other factors. In diabetic mice and rats, it is commonly reported that superoxide dismutases are down-regulated [37-40], where data regarding catalase are variable [36,40].PKC is activated i n diabetes, but most papers that examined mRNA demonstrated that its expression is largely unchanged [41]. Among the 53 over-represented ROS-diabetes targets, SODI was the most over- represented and was differentially expressed under diabetic and non-diabetic conditions. To the best of our knowledge, no published study has investigated the role of SODI in the onset and/or progression of diabetic neuropathy. Mutations of SODI have long been associated with the inherited form of amyotrophic lateral sclerosis (ALS) [42] and the theory of oxidative stress-based aging [43].Early reports indicate that knockout of the SODI gene does not affect nervous system development [44], although recovery following injury is slow and incomplete [45,46]. With respect to diabetes, SODI KO accelerates the development of diabetic nephropathy [47] and cataract formation [48]. Thus, examining the SODI KO mouse as a model of diabetic neuropathy would be a reasonable follow-up study. One limitation of the cur rent approach using literature mining technology is incorrect r missed identification of the mentioned targets within the literature.Based on a performance evaluation using a standard text set BioCreAtlvE (Critical Assessment of Information Extraction systems in Biology) version 2 [49], SciMiner achieved 87. 1% recall (percentage identification of targets in the given text), 71. 3% precision (percentage accuracy of identified target) and 75. 8% F-measure (harmonious average of recall and precision = (2 x recall x precision)/(recall + precision)) before manual revision [14]. In order to improve the accuracy of SciMiner's results, each target was anually reviewed and corrected by checking the sentences in which each target was identified.Approximately, 120 targets (†10% of the initially identified targets from the ROS-diabetes papers) were removed during the manual review process. The overall accuracy is expected to improve through the review process; however, the review process did not address targets missed by SciMiner, since we did not thoroughly review individual papers. Instead, 5 missed targets, whose associations with ROS-diabetes literature were available in the NCBI Gene2PubMed database, were added to the final ROS-diabetes target list (Additional File 2).
Friday, November 8, 2019
9 Extraordinary Traits of Successful People
9 Extraordinary Traits of Successful People Success can usually mean whatever you want it to mean. So to gain success, in one form or another, isn’t that hard to achieve. It’s being really successful that takes significant talent and gumption. And there’s no one way to get there. There are, however, certain traits of successful people that are more common than other traits. Chances are, if you have any of these 9 qualities, you will most likely be successful in life. 1. You’re generousYou’re not just happy when you succeed; you’re able to find happiness in the success of others, particularly those on your team. You understand about rising tides and how the team that works together and succeeds together has the best chance of making each member an individual success as well. That positive, generous attitude linking your personal success to others’ success is key.2. You’re always looking to learnYou’re easily bored, but instead of sitting around complaining, yo u constantly seek out new and novel experiences. If you can manage to channel this urge constructively and not devolve into reckless excess, then you can foster your curiosity and growth over the course of your whole life and career. If you can add persistence to your sense of adventure, imagine what you can accomplish. Bottom line: your impulses are good, as long as you can keep them in control.3. You don’t get too nerdy about work/life balanceYou’re not constantly trying to figure out how to ease up on work to make time for family. You define yourself by your family, your interests, your business- all of it. So you’re constantly keeping all of it bubbling on your stove. You don’t strive for work/life balance. You just live your life. Your life is your work, and vice versa.4. You’ve got empathySo many innovators and entrepreneurs succeed because they are able to solve a problem. The best problem solvers are those who can put themselves in othersâ €™ shoes. And the most successful people realize that the success of their team and employees is just as important as their personal gain.5. You’re always strivingYou’re not just proving yourself to the world; you’re proving yourself to yourself. And you won’t accept anything but your personal best. This is where your dedication and drive come from, and how you stay motivated to succeed.6. You’re willing to work harderAll over the world, there are people working harder than you are. Longer hours, higher output, you name it. If you really have a hunger to succeed, you’ll put in the time and energy necessary to do so- even if it means working more than the standard 40-hour week.7. You see money differentlyEvery raise and bonus isn’t just another thing you can buy in your eyes, it’s an opportunity (and a responsibility). The more money you make and accumulate, the greater care you take managing your resources. You give it back to your employees, the community, etc.- way before rewarding yourself. And the more you spread what you have around, the more will come back to you.8. You don’t toot your own hornEverybody these days thinks they are a special snowflake. You realize how much help and luck and privilege you’ve had to get you where you are- and what debts of gratitude you owe. You focus on this, rather than crowing about your accomplishments on social media. This humility and openness to asking for help and advice will only take you higher.9. You don’t sacrifice your dignityYour dignity, character, and integrity are more important to you than the success of the moment. After all, success is never guaranteed to last a lifetime, but who you are will. If you’re already certain of what you aren’t willing to sacrifice, you’ll be in good standing in your pursuit of success.
Wednesday, November 6, 2019
How the Goddess Athena Helped Hercules
How the Goddess Athena Helped Hercules Youve likely heard a number of references to the goddess Athena and her beauty, but her role as a protector of Hercules hasnt received as much attention. This Greek goddess of wisdom (born fully grown and armed, from the head of her father, Zeus) was also a warrior goddess. Strong and virginal, she repeatedly helped Hercules, the Greek mythological hero. The semi-divine Hercules, the son of Zeus and a mortal woman, earned a name for himself by defeating fantastic beasts and making repeated trips to the Underworld. However, he also went mad, largely due to the wicked ways of his stepmother, Hera, whod tried to kill him since he was a baby. Fearful that Hera would succeed at killing Hercules, Zeus sent Hercules to Earth and allowed a mortal family to raise him. Although his new family loved him, Hercules divine strength prevented him from fitting in with mortals, so Zeus eventually revealed his origins to him. To achieve immortality, like his father and other gods, Hercules performed the 12 labors for his cousin King Eurystheus, who, like Hera, hated Hercules. But Eurystheus and Hera hoped Hercules would die in the process. Fortunately, Athena, Hercules half-sister, came to his aid. The 12 Labors of Hercules Which Herculean tasks did Eurystheus and Hera want the demigod to complete? The entire list of 12 labors is below: The Nemean LionThe Lernaean HydraThe Wild Boar of ErymanthusThe Stag of ArtemisThe Augean StablesThe Stymphalian BirdsThe Cretan BullThe Girdle of HippolytaThe Cattle of GeryonThe Mares of King DiomedesThe Golden Apples of the HesperidesCerberus and Hades How Athena Helped Hercules During the 12 Labors Athena helped Hercules during labors 6, 11, and 12. To scare off the enormous flock of birds at a lake by the town of Stymphalos during Labor No. 6, Athena gave Hercules noisemaking clappers, known as krotala. During Labor No. 11, Athena may have helped Hercules to hold up the world when the titan Atlas went to fetch the apples of the Hesperides for him. While Atlas was off getting the apples, Hercules agreed to lift up the world, a task that the titan normally performed. After Hercules brought the apples to his taskmaster Eurystheus to complete this labor, they had to be returned, so Athena took them back. Finally, Athena may have escorted Hercules and Cerberus out of the Underworld during Labor No. 12. Specifically, she helped Hercules in his madness, preventing him from killing more people than he already had. After tragically killing his own children when madness overtook him, Hercules was about to kill Amphitryon, but Athena knocked him out. This stopped him from murdering his mortal father. So while Athena has been heralded for her beauty, her efforts with Hercules reveal how much of a warrior she was.
Monday, November 4, 2019
Human Relations 2 Essay Example | Topics and Well Written Essays - 500 words
Human Relations 2 - Essay Example The process takes place as it is revealed to the therapist by the unfolding of past happenings impacting the present by increasing the horizon of awareness. It helps the client comprehend and adjust to opposing elements by reorganizing their different aspects. The gestalt therapist helps in identifying the client’s dire needs, problems, and interests. By conducting experiments, such figures are highlighted and hurdles to realizations and awareness are explored. Like other major approaches, the gestalt approach has its strong and weak areas. Strengths of the gestalt approach: In gestalt approach dialog with the client is held in a lively and creative way to bring out and identify the current life issues. Client gets acquainted with self, others, and the environment. The gestalt therapy centers on genuine relationships and dialog. Stress is laid on awareness, field theory, and phenomenology. The approach focuses on the current, on-the-spot experiences of the client. The client learns through creative and continuous use of active experiments, clearing the path to experiential learning. Holistic approach views each experience of the client with equal concern. Without any set pattern, the approach helps individuals to take notice of the threshold between them and their environment. A crucial strength of gestalt therapy is equal involvement of theory, practice, and research. Empirical research plays a crucial part in helping individuals become aware of their environment. The subjective research helps in process and outcome s tudies, indicating that gestalt approach is comparatively better than other approaches for different psychological disorders. It has positive impact on clients with disturbed personalities, psychosomatic problems, and drug addicts. Gestalt approach provides long term after-treatment relief to the client. Weaknesses of the gestalt approach: The gestalt approach
Friday, November 1, 2019
Leadership and Talent Management as a strategy to motivated workforce Literature review
Leadership and Talent Management as a strategy to motivated workforce - Literature review Example In the conclusion we have stated the importance of leadership and talent management in motivation of employees at workplace. They both are required in today’s’ working environment for better outcome. The word â€Å"Motivation†has come from a Latin word â€Å"Mover†which means â€Å"to move†. It is the key factor which stimulate the internal as well as the external factors of the employees of any organization. This particular factor helps to inspire the employee towards their work. By this particular factor an employee finds the inspiration to come to the work place (Oettingen and Gollwitzer, 1996, pp.). The motivational factor can be both emotional as well as materialistic. This motivational factor is totally dependent upon the employer. How the employer wants to satisfy their employees, what are the benefits they want to give to them etc. Now making the employee satisfied is very important as they are the key tools with the help of which an organization achieves their desired goals and earned profit. That is the reason why the employees of any organization are termed as Human Resource. So it is very important to keep the employees happy and satisfied with the work environment. This is so because if they will be in a good and happy state the outcome what the company will get from them will be the optimum one and this will make it easier for the company to achieve their desired target and the company will progress in a healthy manner. A feeling must be there by the side of the employer that they do care for their employee and in any tough situation they are always beside their worke r (Weiner and Graham, 1990, pp. 63-64). Different steps and initiative taken for the motivational factor in an organization will help to develop a positive attitude in the mind of the employee. The initiative regarding this factor will create a thought in the mind of the employee that the employers are concern about them and want to develop their
Subscribe to:
Posts (Atom)